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The recent special issue of JET showed narratives of schools shifting to emergency online teaching centred on coping strategies and struggling with online tools. Even where the sense of emergency helped to overcome long-standing resistance to pedagogical change, as in Leacock and Warrican (2020), the emphasis remained on "coping" and the exposing of unmet need for teachers to be able to adapt from traditional classroom pedagogies. The sense of being unprepared was echoed in the sense of "struggling" in Ontario (Van Nuland et al. 2020) and teachers in Brazil where "83.4%, feel little or not prepared at all to teach remotely" (Prata-Linhares et al. 2020, 3). In contrast, one response to a hastily-added question in our annual survey of early career teachers showed a much more positive response which we feel merits further investigation using qualitative methods.

Business and Management Schools have long been at the forefront of internationalisation, realising that international perspectives are crucial in any business environment. Business Schools compete globally for the best staff and students, seeing them more as assets than customers. As a result, internationalisation is infused throughout the university life and its programmes. However, internationalisation in its practical aspects can be understood differently depending on how subtly internationalisation is infused throughout a programme and how effectively it engages with inclusive pedagogy rather than just curriculum content.This study explores what internationalisation looks and feels like in practice on four programmes in a business school according to students and faculty using a reflective toolkit.What emerges is a clear picture of agreement among students about explicit aspects of internationalisation, such as case studies or considering the views of different nationalities represented by their peers. However, it is only staff and a few students who recognise more tacit forms of internationalisation. This study highlights the potential for internationalisation and recommends adaptations to a reflective toolkit to further facilitate dialogue between staff and students. It is also argued that discussing examples is valuable for students, particularly for articulating the benefits of internationalisation.

As part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming 'feedforward' since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming emphasised in higher education, summative assessment practices need to be re-evaluated in terms of how well they support learning as opposed to just supporting valid judgements of student performance. However, despite significant discussion of Assessment for Learning and Learning-Oriented Assessment, resubmission practices are largely overlooked even though resubmission can be a key event in whether students are retained.As part of a learning support department's effort to provide effective feedback on academic writing, students referred for support were offered two types of feedback: one was simple correction, the other was in-depth dialogic feedback which followed "feedback for learning" guidance (Askew and Lodge 2000). Student engagement with the two types of feedback was analysed by looking at the changes students made to their work and feedback from their subject tutor (including the resubmission grade). The tutor's feedback was also analysed to see if any intentions for the resubmission task could be inferred.Results suggest that corrective feedback is highly efficient in enabling students to pass resubmissions and that more in-depth feedback is much less efficient. This paper highlights some of the ways in which resubmission practices can unknowingly encourage surface approaches, and suggests some ideas for how learning support can better align with subject tutors to enable resubmission to become more learning-oriented.